Why not? Extensión progresiva del plan bilingüe a todo el centro. Moisés Naranjo MuñozManuel Rodríguez Cruz Departamento de Física y Química I.E.S. Los.

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Transcripción de la presentación:

Why not? Extensión progresiva del plan bilingüe a todo el centro. Moisés Naranjo MuñozManuel Rodríguez Cruz Departamento de Física y Química I.E.S. Los Álamos (Bormujos)

Objetivos: -Enfocar más prácticamente (competencias) las clases de matemáticas y ciencias (español). -Acercar CLIL a alumnos no bilingües. -Proponer soluciones al problema bilingües- no bilingües (esp. bachillerato).

1st approach: Why not… …use UK-based resources(mainly textbooks) for your spanish-based lessons?

SpanishSpanish Vs English CurriculumEnglish Fairly the same, but… First: “…El estudio de la Tierra en el Universo configura el primer curso…” “…En el segundo curso el núcleo central es la Energía, sus diversas formas de transferencia, estudiando el calor, la luz y el sonido, así como…” (tight) “To give schools greater flexibility to tailor learning to their learners’ needs, there is less prescribed subject content in the new programmes of study. Pupils will still be taught essential subject knowledge.” (flexible) … and second: G. Schubring (1987): “la enseñanza práctica no está tanto determinada por los decretos ministeriales y programas oficiales como por los libros de texto usados para la enseñanza”

SubjectSpanishEnglish Science Toma de conciencia de la importancia del ahorro energético (also in Tecnologías) Learn how measurements of energy transferred are used to calculate the costs of using common domestic appliances. Learn about the efficient use of energy, the need for economical use of energy resources, and the environmental implications of generating energy Maths Utilización de estrategias personales para el cálculo mental, para el cálculo aproximado y con calculadoras. Cálculo mental y escrito con porcentajes habituales. calculate accurately, selecting mental methods or calculating devices as appropriate. Comparison

Metodología Select suitable content. Check for cultural&practical differences. Perform accurate translations (false friends&related topics!).

Example 1 (Science) -A solar panel absorbs energy from the Sun and the energy is used to heat water. The system is filled with 50 kg of water. After running for 200 minutes, the temperature of the water has risen from 10ºC to 16ºC. Calculate the energy gained by the water. It is estimated that 475 J of the Sun's energy arrives each second at the panel. Calculate: (i) the total energy arriving at the panel during the 200 minutes of the test run. (ii) the efficiency of this method of heating the water.

Spanish version (Example 1) Una placa solar recibe una potencia de 850W de energía lumínica proveniente del sol. Con ella se calienta un depósito de 30kg de agua. Si el sistema tarda 3h10min en subir la temperatura del agua de 15ºC a 50ºC, a) calcula la energía que ha absorbido el agua en ese tiempo. b) calcula la eficiencia de la placa solar.

Example 2 (Science).Describe how you could reduce heat loss through: (a) the roof(b) the walls (c) the windows (d) the floors

Spanish version(example 2) -Haz un dibujo de una casa (coloca una puerta, ventanas, paredes, tejado ó azotea…). a) Indica en ella tres lugares por donde se puede perder mucho calor en invierno. b) Explica qué mecanismo de transmisión de calor se produce en cada uno de ellos. c) Explica qué se puede hacer en cada uno de los tres casos para disminuir las pérdidas.

For this question, use 7p. as the cost of one unit of electricity. The table below gives an idea of how much it costs to run different appliances. Copy and complete the table. AppliancePower rating(kW) Time used in a day(h) Total units(kWh) Cost (₤) Cooker2.52 Kettle Fridge0.124 Example 3 (Science)

Spanish version(example 3) AparatoConsumo (kW) Tiempo de uso (h) Consumo total (kWh) Coste (€) Aire acondicionado Tostadora Frigorífico0.124 Calcula el coste económico que supone tener encendidos los aparatos siguientes, cuyos consumos se indican, sabiendo que el kWh tiene un precio actualmente de 11 cent.

Example 1(Maths)

Example 2 (Maths) Work out mentally: a) 650:5b) 375:100 c) 640:8d) 720 x 5

2nd approach: Why not… …use CLIL for “selected” non bilingual students?

Metodología Marks are not directly affected. Select and Bitesize CLIL contents. Encourage student`s participation. Make connections with everyday language. –Use of english should be mentioned in the programme of study (legal support).

3rd approach: Why not… …use CLIL for all the students?

Metodología 1º&2º E.S.O. : 1st and 2nd approaches 3º E.S.O. and beyond: 1st and 3rd approaches. Legal Support: “Conocer y expresarse en una ó más lenguas extranjeras de manera apropiada”, objetivo general i) de la E.S.O. (R.D.1631/2006)

Drawbacks Students’ concerns. Parents´ concerns. Teacher’s practice hardened.

Advantages All students involved in the bilingual scheme. Marks more independent from the class (Bachillerato)

Conclusiones: Further transformation of both our teaching practice and our educational system is necessary. English-based resources and methodology provide easy-to-use learning tools. Bilingual education should include gradually all students in the school.

Muchas gracias por su atención.